Role Of Errors Research Articles

Determination of the absorbed acoustic power of longitudinal vibrations by measuring their amplitude in a chosen area of the waveguide system outside the load

The way of determining the acoustic power of longitudinal ultrasonic vibrations going into the load by measuring the amplitude of longitudinal displacements using an electrodynamic sensor installed near the surface of the waveguide rod is considered. Two possibilities of using the developed method of measurement are analyzed in detail. One of them is based on the registration of the value of longitudinal displacements at the constant position of the electrodynamic sensor in two different states of the ultrasound system: with the load disconnected and after the load is connected, i.e. it uses two measurements at different moments of time, when the states of the system differ from each other. Another way uses two measurements of the amplitude of longitudinal oscillations at two chosen points of the oscillatory system, made at the same time. Formulas have been obtained that make it possible to determine the power entering the load from the measured values and other known values of the system parameters. The role of errors, both in the readings of the sensor and in determining its location on the oscillating system, on the accuracy of calculating the value of the power of the ultrasonic oscillations that went into the load is analyzed.

The Role of Errors in Fallibilist Theories of Knowledge

Fallibilism in epistemology is the view that we as human beings can never be in the position of acquiring ultimate truth, there is always a chance for discovering that we were in error. Nevertheless, fallibilists are not sceptics: they still stick to the idea that we are always in the position of holding a set of temporary truths, prevalent until the moment of getting denied and replaced by a better or more attractive candidate. On the other hand, fallibilists do side with the sceptics in their opposition to dogmatics, since they do not find compelling closed systems of knowledge, as they plea constantly for genuinely new insights.
 According to the presented fallibilist models of knowledge, trials are necessary steps in acquiring new knowledge; there is no growth of knowledge without exercising the practice of trial and error. Errors are the necessary components of the procedure, since the usability of deductive and inductive methods getting to necessary truths in real life are strongly limited. In practice alternative strategies, like abductive reasoning, are coming to the front in our pursuit for maintainable propositions.

A hapless mathematical contribution to biology : Chromosome inversions in Drosophila, 1937-1941.

This is the story, told in the light of a new analysis of historical data, of a mathematical biology problem that was explored in the 1930s in Thomas Morgan's laboratory at the California Institute of Technology. It is one of the early developments of evolutionary genetics and quantitative phylogeny, and deals with the identification and counting of chromosomal inversions in Drosophila species from comparisons of genetic maps. A re-analysis of the data produced in the 1930s using current mathematics and computational technologies reveals how a team of biologists, with the help of a renowned mathematician and against their first intuition, came to an erroneous conclusion regarding the presence of phylogenetic signals in gene arrangements. This example illustrates two different aspects of a same piece: (1) the appearance of a mathematical in biology problem solved with the development of a combinatorial algorithm, which was unusual at the time, and (2) the role of errors in scientific activity. Also underlying is the possible influence of computational complexity in understanding the directions of research in biology.

The Role of Errors in Validating a Large-Scale Assessment of Adolescent English Writing in Austria

This study investigates errors in a sample of 50 written performances of Austrian learners of English collected in the 2009 baseline study for the Austrian Educational Standards-Based Writing Test for English at grade 8 (E8 Standards Writing Test). The research aims to contribute to the validation of this large-scale assessment by studying the relationship between errors (described using the Scope – Substance error taxonomy) and human ratings awarded to writing performances. The results add to the validity evidence of the E8 Standards Writing Test. There is a negative relationship between human ratings and the presence of errors; a low error density is associated with higher ratings and a high error density with lower ratings. Substance word, clause, and text error densities play an important role in the rating in most dimensions; errors with a larger scope also have a strong effect. By highlighting aspects of errors to which raters seem to be sensitive, these findings constitute evidence of context validity. At the same time, the findings are relevant to theory-based validity by concretising areas of competence that learners need to develop in order to receive higher ratings. While errors are important determinants of the ratings, additional factors, presumably positive features, must be at play as the accuracy of the regression models is low to moderate. This should in fact be the case since the E8 rating scale refers to negative as well as positive features.

Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic

The global COVID-19 pandemic caused by the SARS-CoV-2 virus has led to a plethora of information published in the media. Conceived as a socioscientific issue of great relevance currently, this article highlight the educational potential of some media news about the pandemic to reflect and learn about the nature of science (NOS). To this end, a theoretical foundation is first presented regarding the reading of science news published in the media as an educational resource to learn about NOS. Secondly, a proposal is presented on how this might be addressed in the science classroom. The proposal is illustrated by four news items, intentionally selected as examples, which have been published in the Spanish digital press. The aspects of NOS that are discussed in the context of the news items selected are: tentativeness of scientific knowledge, role of error in scientific research, role of debate in the development of science, importance of models and modelling in scientific research, and ethics in science.

Infinite combinatorics in mathematical biology

Is it possible to apply infinite combinatorics and (infinite) set theory in theoretical biology? We do not know the answer yet but in this article we try to present some techniques from infinite combinatorics and set theory that have been used over the last decades in order to prove existence results and independence theorems in algebra and that might have the flexibility and generality to be also used in theoretical biology. In particular, we will introduce the theory of forcing and an algebraic construction technique based on trees and forests using infinite binary sequences. We will also present an overview of the theory of circular codes. Such codes had been found in the genetic information and are assumed to play an important role in error detecting and error correcting mechanisms during the process of translation. Finally, examples and constructions of infinite mixed circular codes using binary sequences hopefully show some similarity between these theories - a starting point for future applications.

Ant colonies: building complex organizations with minuscule brains and no leaders

Thus far the articles in the series JOD calls the “Organization Zoo” have employed the notion of a “zoo” metaphorically to describe an array of human institutions. Here we take the term literally to consider the design of the most complex organizations in the living world beside those of humans, a favorite of insect zoos around the world: ant colonies. We consider individuality and group identity in the functioning of ant organizations; advantages of a flat organization without hierarchies or leaders; self-organization; direct and indirect communication; job specialization; labor coordination; and the role of errors in innovation. The likely value and limitations of comparing ant and human organizations are briefly examined.

Self-Reported Learning (SRL), a Voluntary Incident Reporting System Experience Within a Large Health Care Organization

In aviation, significant improvements in safety have been attributed to a system of voluntary reporting of errors and hazards by pilots and other frontline personnel. Such a system is lacking in health care. A system to allow physicians to self-report their clinical care errors along with insights to prevent recurrence ("self-reported learning [SRL] system") was established in three hospitals and used for four years in one center and for two years in two others. Clinicians were educated in how to use the system and encouraged to report deviations from standard care by secure e-mail, a telephone hotline, or the institutional incident reporting system. Events were included in the SRL system only if clinicians self-reported them prior to others doing so. Submissions were analyzed for evidence of primary insight, recognition of error, and secondary insight. Physicians were surveyed afterward about their attitudes toward clinical peer review, the physician's role in errors, and the SRL program. There were 117 SRL submissions (less than 5% of clinical peer review cases); 86 had complete information available. Of these, there was agreement among two reviewers that secondary insight was present in 52.2%, and several were novel submissions that otherwise would have not been identified. Survey response rate was 18.3%; 31.1% of respondents had never been involved in clinical peer review before, a majority had an overall favorable impression of clinical peer review, and 47.2% reported not having made "any mistakes worth reporting." An SRL system modeled after the aviation reporting system elicited a low number of reports and did not decrease the number of clinical peer review reports. In a high proportion of SRL reports reporting physicians demonstrated secondary insight. Benefits to SRL reporting could be seen despite low number of self-reports.

The impact of errors in infant development: Falling like a baby.

What is the role of errors in infants' acquisition of basic skills such as walking, skills that require immense amounts of practice to become flexible and generative? Do infants change their behaviors based on negative feedback from errors, as suggested by "reinforcement learning" in artificial intelligence, or do errors go largely unmarked so that learning relies on positive feedback? We used falling as a model system to examine the impact of errors in infant development. We examined fall severity based on parent reports of prior falls and videos of 563 falls incurred by 138 13- to 19-month-old infants during free play in a laboratory playroom. Parent reports of notable falls were limited to 33% of infants and medical attention was limited to 2% of infants. Video-recorded falls were typically low-impact events. After falling during free play in the laboratory, infants rarely fussed (4% of falls), caregivers rarely showed concern (8% of falls), and infants were back at play within seconds. Impact forces were mitigated by infants' effective reactive behaviors, quick arrest of the fall before torso or head impact, and small body size. Moreover, falling did not alter infants' subsequent behavior. Infants were not deterred from locomotion or from interacting with the objects and elevations implicated in their falls. We propose that a system that discounts the impact of errors in early stages of development encourages infants to practice basic skills such as walking to the point of mastery.

O PAPEL DO ERRO NO PROCESSO DE ENSINO E APRENDIZAGEM DE CIÊNCIAS E MATEMÁTICA: CONTRIBUTOS DA NEUROCIÊNCIA

Nesta pesquisa, realizou-se uma investigação sobre a compreensão do erro no processo de ensino e aprendizagem. Nesse sentido, levantou-se uma questão central: a partir das contribuições da Neurociência, qual o papel do erro no processo de ensino e aprendizagem de Ciências e Matemática? A pesquisa tomou por base autores da área, documentos oficiais nacionais, e resultados de pesquisas anteriores descritos em artigos, dissertações e teses, no período de 1983 a 2019. Os resultados indicam que através da compreensão do erro, sua gênese e desenvolvimento, especialmente à luz da Neurociência, será possível superá-lo, assim, favorecer a atuação do professor, permitindo que ele aborde os conceitos de Ciências e Matemática com estratégias mais adequadas. Todavia, a interlocução entre a Neurociência e a Educação não deve se limitar em obter o conhecimento dos mecanismos cerebrais para a sua aplicação, sem levar em consideração o contexto do sistema educacional.

Comparing Error Frequencies in First Year ESL Students

There has been a considerable amount of research on the role of errors in ESL students’ writing development. Recent studies generally investigated students’ improvement in writing after a relatively short duration of exposure to an English course. The purpose of the current study is to analyse the error frequencies in written discourse made by one group of diploma level students at a Malaysian university throughout their first year of studies. Two writing samples were obtained from each student based on the writing assessments during their first two semesters of English core courses. The samples were keyed in into a corpus database and an analysis of error frequencies was conducted on each sample. By comparing errors made by the same students throughout their first year of study, this error frequency provides one important way to determine if there are any changes occurred in their written discourse during the chosen period of time. Results reported in this study revealed no significant changes in errors made by the same students in their subsequent written discourse. Findings are discussed in relation to the students’ L2 proficiency development and the nature of their English learning experience.

Grid sensitivity and role of error in computing a lid-driven cavity problem

The investigation on grid sensitivity for the bifurcation problem of the canonical lid-driven cavity (LDC) flow results is reported here with very fine grids. This is motivated by different researchers presenting different first bifurcation critical Reynolds number (Re_{cr1}), which appears to depend on the formulation, numerical method, and choice of grid. By using a very-high-accuracy parallel algorithm, and the same method with which sequential results were presented by Lestandi etal. [Comput. Fluids 166, 86 (2018)CPFLBI0045-793010.1016/j.compfluid.2018.01.038] [for (257 × 257) and (513 × 513) uniformly spaced grid], we present results using (1025×1025) and (2049×2049) grid points. Detailed results presented using these grids help us understand the computational physics of the numerical receptivity of the LDC flow, with and without explicit excitation. The mathematical physics of the investigated problem will become apparent when we identify the roles of numerical errors with the ambient omnipresent disturbances in real physical flows as interchangeable. In physical or in numerical setups, presence of disturbances cannot be ignored. In this context, the need for explicit excitation for the used compact scheme arises for a definitive threshold amplitude, below which the flow relaxes back to quiescent state after the excitation is removed in computations. We also implement the present parallel method to show the physical aspects of primary and secondary instabilities to be maintained for other numerical schemes, and we show the results to reflect the complex physics during multiple subcritical Hopf bifurcation. Also, we relate the various sources of errors during computations that is typical of such shear-driven flow. These results, with near spectral accuracy, constitute universal benchmark results for the solution of Navier-Stokes equation for LDC.

The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research

The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a new paradigm concerning the role of errors in mathematics study.

The critical roles of errors and individual differences in bilingual translation

Multilink moves the field a step forward in being able to make clear predictions about how a bilingual's languages interact in a variety of tasks. It addresses some shortcomings of the BIA (Dijkstra, van Heuven & Grainger, 1998) and BIA+ (Dijkstra & van Heuven, 2002) models, which did not explain performance from bilinguals of varied proficiency levels or on translation tasks. However, there are still gains that can be made – Dijkstra, Wahl, Buytenhuijs, van Halem, Al-jibouri, de Korte, and Rekké (2018) themselves point out that there are additional ways in which they plan to expand the model.

O maior erro de Einstein? Debatendo o papel dos erros na ciência através de um jogo didático sobre cosmologia

A constante cosmológica de Einstein, introduzida por ele como uma estratégia para manter seu modelo de universo estático, tem sido divulgada como um dos maiores erros de sua carreira. Em 1922, Einstein avaliou o artigo enviado por Friedmann para um periódico alemão, mostrando que existe uma solução das equações de campo da relatividade geral em que o tamanho do universo aumenta com o tempo. Einstein considerou que Friedmann teria cometido um erro nos cálculos, mas após discutir a questão com um colega de Friedmann, reconheceu seu engano, declarando que a proposta do universo em expansão seria matematicamente possível. Contudo, acreditava que essa ideia dificilmente teria algum sentido físico. Este episódio histórico foi adaptado para o contexto do ensino de Física do ensino médio através da criação de um jogo didático. Neste artigo, analisamos argumentos envolvendo a oposição entre Einstein e Friedmann e as concepções dos alunos sobre o papel dos erros na ciência. Houve um equilíbrio entre o número de alunos que apoiou Einstein ou Friedmann. Muitos dos fãs de Einstein tinham uma admiração ingênua, acreditando que alguém tão inteligente como ele não poderia cometer erros. Por outro lado, os fãs de Friedmann valorizaram sua atitude crítica, desafiando a autoridade de um cientista renomado. Os alunos discutiram se o fato de que Einstein tenha admitido seu próprio erro deveria ou não ser valorizado. Com isso, notamos argumentos interessantes dos alunos sobre o papel dos erros na ciência, que motivaram a problematização do mito dos grandes gênios que nunca erram e cuja autoridade não deve ser questionada.

In-Service Teachers' Perceptions and Interpretations of Students' Errors in Mathematics

This paper reports on findings of a research study that investigated in-service secondary school teachers' perceptions and interpretations of students' errors in mathematics. The study used a survey research design in which a questionnaire with two sections was used to collect data. The first section sought to find out the teachers' perceptions of the nature of errors. In the second part the teachers were asked to explain five common errors in algebra. A sample of forty-two mathematics teachers randomly drawn from one university in Zimbabwe constituted the respondents for the study. The findings showed that teachers perceived errors as not solely due to the student, but also as due to other factors arising from teaching and the nature of the subject. The teachers also regarded errors as useful for further inquiry in mathematics, as a normal part of learning, and as a result of previous knowledge not well understood by learners. In their explanations of given errors in algebra the teachers gave mainly procedural explanations, some of which lacked clarity or were incorrect. The study recommends the need for pre-service and in-service teacher professional development programmes to incorporate error analyses so as to develop teachers' understanding of the nature and role of errors in the teaching and learning of mathematics.

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement

ABSTRACTThe authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

The relationship between error production when performing motor skills in high and low-stakes situations

ABSTRACTConflicting viewpoints regarding the role of errors produced during practice of motor skills raise questions regarding errors in low-stakes simulation of high-stakes performance contexts. Current knowledge regarding the relationship between errors in practice and later sport performance is based on novice performers and relatively simple, drill-like sport skills. The purpose of this study was to describe the relationship between errors produced during volleyball scrimmage in practice (low-stakes simulation) and in gameplay (high-stakes performance). These contexts represent ecologically valid, complex sport situations. Results indicated that players with high error scores during scrimmage were more likely to produce high error scores in gameplay, even when player skill, position and sex were accounted for.

Knowledge and Attitudes of RN to BSN Students Before and After a Patient Safety Course

Abstract This pilot study evaluates the effectiveness of a stand-alone safety and quality improvement course and the integration of the Institute for Healthcare Improvement's safety modules into the RN to BSN program curriculum. A pre/postintervention design was used to measure the attitudes of a cohort of students. The results demonstrate gains in all dimensions measured, with statistically significant gains in four areas: safety general, team functioning, patient's role in error, and situational awareness. This study lends support to the value of a course focused on safety and quality and the use of the Institute for Healthcare Improvement modules in the curriculum

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

<p>Corrective feedback (CF) refers to the responses or treatments from teachers to a learner’s nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.</p>